ABSTRACT
This article reports observational research in six High School Puente 9th and 10th grade classrooms in four schools in Northern and Southern California during fall, winter, and spring visits in 2000-2001. After two opening vignettes, observations are summarized in five categories: curriculum and teaching, socialization into habits of mind and habits for life, teacher perceptions of differences between Puente and non-Puente classes. Puente events outside the classroom, and how the four teachers learned to be Puente teachers. Finally, three conceptual frameworks are suggested for these findings.
